A Avaliação da Aprendizagem em Processo (AAP): SEE-SP (2011-2016): da proclamação à execução: estudo de caso do programa em uma escola
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Data
2016-10-03
Autores
Ravagnani Pinto, Marcio Alexandre [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objeto de estudo do presente trabalho é o programa de Avaliação da Aprendizagem em Processo (AAP) implementado pela SEE-SP em 2011 em todas as escolas da rede. De acordo com a SEE-SP esta avaliação tem por função acompanhar o desenvolvimento do currículo e das propostas pedagógicas nas escolas, diagnosticar por meio de instrumento padronizado aspectos da aprendizagem dos alunos que requerem atenção imediata, subsidiar ações de planejamento, de replanejamento e de pautas conjuntas e individuais através de planos de ação para a recuperação dos alunos. O objetivo aqui é compreender o programa AAP em ação em uma das escolas da rede pública da cidade de Franca. Trata-se de um estudo de caso qualitativo, cuja unidade de análise é o programa em ação e a sua implementação dentro da uma escola escolhida de acordo com o padrão de gestão considerado ideal pela SEE-SP para se alcançar os seus objetivos, principalmente no que concerne à gestão democrática, à formação de professores em serviço e à receptividade dos profissionais aos programas da SEE-SP. Considerando tais questões foram estabelecidas as questões de pesquisa: Como vem sendo implementado o Programa de Avaliação da Aprendizagem em Processo (AAP) na escola pública paulista? Quais as contribuições, efeitos e impactos do Programa AAP para a melhoria do desempenho dos alunos e a para a reorientação do trabalho pedagógico dos professores? A AAP conforme vem sendo proposta desde sua origem atende as funções e objetivos proclamados pela SEE-SP? O trabalho foi orientado pela seguinte hipótese: Ao ter como focos a progressão dos conteúdos curriculares e o uso de instrumentos de avaliação padronizados e em larga escala, o Programa de Avaliação em Processo: tem potencial para atender o objetivo de diagnóstico e monitoramento do currículo e das competências e habilidades dos alunos; mas se equivoca quanto ao objetivo proposto de subsidiar informações relevantes para a progressão das aprendizagens e para o replanejamento para domínio das competências/habilidades de todos os alunos, considerando, em especial, a instituição de uma escola inclusiva e de qualidade. São objetivos da presente pesquisa: Compreender como tem sido a experiência dos professores com a AAP e suas concepções sobre os seus significados; Analisar em que medida os dados e resultados da AAP estão sendo articulados pelos professores e se há indícios que evidenciem a influência da Avaliação da Aprendizagem em Processo na melhoria na aprendizagem dos alunos e na prática pedagógica; Analisar a adequação e efetividade dos instrumentos avaliativos aos objetivos e metas proclamados pela SEE-SP. A pesquisa foi desenvolvida por meio de pesquisa bibliográfica e documental e entrevistas focalizadas junto aos professores das disciplinas avaliadas pela AAP e aos professores coordenadores. As análises resultantes da triangulação dos dados permitiram inferir que a AAP, uma avaliação baseada em testes padronizados de diagnóstico, de monitoramento e de controle tem se tornado o instrumento coadjuvante de políticas contraditórias propostas pela SEE-SP, que de um lado propõe que é necessário respeitar o tempo de aprender dos alunos respeitando-os em suas diferenças e, de outro, monitora e controla o currículo prescrito que é ensinado nas escolas bimestralmente. Conclui-se que a SEE-SP está fazendo uso equivocado de um instrumento avaliativo baseado em testes padronizados aplicados em dias determinados pelas instâncias centrais e que é voltado para o diagnóstico, o monitoramento, o controle e para a gestão dos sistemas educacionais como se fosse uma avaliação diagnóstica formativa em processo, que em sua essência deveria ser integrada nas ações de formação, no processo de ensino e aprendizagem e incorporada ao ato de ensinar.
The study object of the present work is the Learning Assessment in Process (AAP) program implemented by SEE-SP in 2011 in all the schools of the network. According to SEE-SP, this evaluation aims to monitor the development of curriculum and pedagogical proposals in schools, to diagnose, through a standardized instrument, aspects of student learning that require immediate attention, to subsidize planning, replanning and guidelines actions Joint and individual through action plans for student recovery. The objective here is to understand the AAP program in action at one of the public school schools in the city of Franca. It is a qualitative case study whose unit of analysis is the program in action and its implementation within a school chosen according to the management standard considered ideal by SEE-SP to achieve its objectives, especially in the Which concerns democratic management, the training of teachers in service and the receptivity of professionals to SEE-SP programs. Considering these questions were established the research questions: How has the Program of Assessment of Process Learning (AAP) been implemented in the public school of São Paulo? What are the contributions, effects and impacts of the AAP Program for improving student performance and for reorienting teachers' pedagogical work? Does the AAP as it has been proposed since its inception serve the functions and objectives proclaimed by SEE-SP? The work was guided by the following hypothesis: By focusing on the progression of curricular contents and the use of standardized and large-scale evaluation tools, the Process Assessment Program: has the potential to meet the objective of diagnosis and monitoring of the curriculum and Skills and abilities of students; But is mistaken about the proposed goal of subsidizing information relevant to the progression of learning and replanning to master the skills / abilities of all students, especially considering the establishment of an inclusive and quality school. The objectives of this research are: To understand how the teachers' experience has been with the AAP and its conceptions about its meanings; To analyze to what extent the data and results of the AAP are being articulated by the teachers and if there are indications that evidence the influence of the Evaluation of the Learning in Process in the improvement in the students' learning and in the pedagogical practice; Analyze the adequacy and effectiveness of the evaluation instruments to the objectives and goals proclaimed by the SEE-SP. The research was developed through bibliographical and documental research and focused interviews with the professors of the disciplines evaluated by the AAP and the coordinating teachers. The analyzes resulting from the triangulation of data allowed us to infer that the AAP, an evaluation based on standardized diagnostic, monitoring and control tests, has become the supporting instrument for contradictory policies proposed by SEE-SP, which proposes, on the one hand, that it is necessary Respect the students' time of learning respecting them in their differences, and on the other, monitors and controls the prescribed curriculum that is taught in schools every two months. It is concluded that SEE-SP is making mistaken use of an evaluation instrument based on standardized tests applied on days determined by the central bodies and that is focused on the diagnosis, monitoring, control and management of educational systems as if it were A formative diagnostic evaluation in process, which in essence should be integrated into the training actions, the teaching and learning process and incorporated into the act of teaching.
The study object of the present work is the Learning Assessment in Process (AAP) program implemented by SEE-SP in 2011 in all the schools of the network. According to SEE-SP, this evaluation aims to monitor the development of curriculum and pedagogical proposals in schools, to diagnose, through a standardized instrument, aspects of student learning that require immediate attention, to subsidize planning, replanning and guidelines actions Joint and individual through action plans for student recovery. The objective here is to understand the AAP program in action at one of the public school schools in the city of Franca. It is a qualitative case study whose unit of analysis is the program in action and its implementation within a school chosen according to the management standard considered ideal by SEE-SP to achieve its objectives, especially in the Which concerns democratic management, the training of teachers in service and the receptivity of professionals to SEE-SP programs. Considering these questions were established the research questions: How has the Program of Assessment of Process Learning (AAP) been implemented in the public school of São Paulo? What are the contributions, effects and impacts of the AAP Program for improving student performance and for reorienting teachers' pedagogical work? Does the AAP as it has been proposed since its inception serve the functions and objectives proclaimed by SEE-SP? The work was guided by the following hypothesis: By focusing on the progression of curricular contents and the use of standardized and large-scale evaluation tools, the Process Assessment Program: has the potential to meet the objective of diagnosis and monitoring of the curriculum and Skills and abilities of students; But is mistaken about the proposed goal of subsidizing information relevant to the progression of learning and replanning to master the skills / abilities of all students, especially considering the establishment of an inclusive and quality school. The objectives of this research are: To understand how the teachers' experience has been with the AAP and its conceptions about its meanings; To analyze to what extent the data and results of the AAP are being articulated by the teachers and if there are indications that evidence the influence of the Evaluation of the Learning in Process in the improvement in the students' learning and in the pedagogical practice; Analyze the adequacy and effectiveness of the evaluation instruments to the objectives and goals proclaimed by the SEE-SP. The research was developed through bibliographical and documental research and focused interviews with the professors of the disciplines evaluated by the AAP and the coordinating teachers. The analyzes resulting from the triangulation of data allowed us to infer that the AAP, an evaluation based on standardized diagnostic, monitoring and control tests, has become the supporting instrument for contradictory policies proposed by SEE-SP, which proposes, on the one hand, that it is necessary Respect the students' time of learning respecting them in their differences, and on the other, monitors and controls the prescribed curriculum that is taught in schools every two months. It is concluded that SEE-SP is making mistaken use of an evaluation instrument based on standardized tests applied on days determined by the central bodies and that is focused on the diagnosis, monitoring, control and management of educational systems as if it were A formative diagnostic evaluation in process, which in essence should be integrated into the training actions, the teaching and learning process and incorporated into the act of teaching.
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Palavras-chave
Avaliação Educacional, Testes Padronizados, Avaliação Diagnóstica Formativa, Avaliação Diagnóstica de Monitoramento e Controle, Orientações Teórico-metodológicas da Avaliação, Educational evaluation, Standardized testing, Formative diagnostic evaluation, Diagnostic evaluation of monitoring and control, Theoretical-methodological orientations of the Evaluation